Mom girl graduate, which I consulted, said that wants daughter once chosen, will do what, so that did not work, as once she herself: “She found his business only to the 40, and so much time lost … And worked there and there. Now, if at once … “. 

But at the same time, the girl’s mother did not take into account that she came to her profession as a result of the experience, understanding and development of herself, and that was the way to her work.

People usually expect a miracle from vocational guidance – so, we will define “our own” profession or where to go, and we will be happy. 
It is impossible to expect or demand from a teenager 16-17 years old to decide on a profession – his choice will be based on life experience: his personal (so far small) and his environment, which often dominates, generates nervousness and “noise” that prevents a teenager from understanding – and what am I really interested? This imposes a heavy burden of responsibility for the “only correct” choice for which the child is not yet ready.
In our fast-changing world, choosing “one profession for the rest of our life” does not work for everyone. It is believed that today a person can change from 5 professions during life. And not because he did not pass the correct career guidance or irresponsibly approached the choice. New opportunities that shape interests and choices are constantly appearing, teenagers are evolving along with trends, and this is a natural process that needs to be adopted.
IN OUR FAST-CHANGING WORLD, CHOOSING “ONE PROFESSION FOR THE REST OF OUR LIFE” DOES NOT WORK FOR EVERYONE. IT IS BELIEVED THAT TODAY A PERSON CAN CHANGE FROM 5 PROFESSIONS DURING LIFE.
From my point of view, the main task of vocational guidance is to determine the horizon of human development, its potential and capabilities, which may be in this horizon. 

This is important so that the person is ready for change, knows and uses his strengths to realize the opportunities that come with changes. 

That is why the use of MBTI® in career counseling is an excellent tool for determining key areas and potential for personal development. Especially in adolescence, when children are looking for answers to the questions: “Why am I like this?”, “What are my talents and my uniqueness”? 

Awareness and use of this gives truly amazing results.

In one of my career guidance groups there was an intelligent looking guy of 15 years old. 

He could not determine his type, because he “fit” everything. From my point of view, he is ENTP , but he said that he has “a bit of every type,” so he will not define himself in any way, he doesn’t care about his type, and it’s important to know his strengths and abilities beyond his main interest – robotics. 

He really absorbed everything that happened during our program, was the most active and curious. 

A month later, his mother asked me for advice: what to do with the school, where the guy does not want to go, insist on studying or give opportunities for development? We talked for a long time, and as a result she decided in favor of development and transferred her son to distance learning.

Now he is 17 and he is the winner of numerous competitions in robotics, the speaker invited with lectures to his peers from schools, the ambassador of a well-known foundation supporting young talents, a jury member of the competition for teachers. And this is a very short list of his “regalia”. 

The guy used 100% of the typology’s possibilities in order to find in himself an internal resource of development. And, of course, it is necessary to note his wise mother, who supported her son in this endeavor.

Learn to use the MBTI personality typology in practice!
Teaching personality typology
I believe that modern career guidance should not strive to narrow the corridor of opportunities with one choice. On the contrary, it should give a person confidence that any choice he makes is right and successful if he uses his strengths and his potential. 
How, then, to choose the notorious “where to go”? 

I propose a simple but effective algorithm that will allow a teenager to conduct an independent analysis and make an informed choice.

Algorithm that will allow a teenager to conduct an independent analysis and make an informed choice of profession.
Step 1: we determine which school subjects are the most successful to pass on the exam. 

As a rule, children choose those items that they like, go easy, “mine.” Combinations of these subjects give a fairly large selection of specialties. 

Step 2: we check combinations of subjects and specialties, as well as which variation makes it possible to choose a greater number of specialties. 

For example, the most “passing” option: 2 main subjects + foreign. With this mix you can look at the widest range of specialties. And this is already an excellent basis for analyzing or understanding at least that which direction is definitely “not mine”. 

Step 3: we determine which specialties are possible under which variants of subjects, and choose the most interesting ones.

Thus, all uninteresting options are swept aside and the most attractive ones remain. 

Step 4: we determine which universities have selected the most interesting specialties, what was the competition last year, what points were those who entered, etc. 

As a result, a real list of specialties and educational institutions for admission was almost formed. 

Step 5: we study information about the professions of interest, selected schools, pros and cons, and opportunities. We make a label 1-2-3 priorities, features, important factors. 

This can be both an individual exercise and a part of a vocational guidance program, which will make it possible to make more specific recommendations based on the type of personality.

For career guidance trainings using the MBTI I want to offer a simple but exciting exercise-acquaintance. It will allow you to get acquainted not only with each other, but also with yourself, in an unusual, fascinating way, to define your role now and think about what role you would be interested in in the future and how to achieve this goal. 

“Who is what?” 
“Imagine that our team is a house (office, school …), and we have items that perform different functions …”

Ask team members to fill the house (office, school) with “things” . Each person chooses for himself what he would prefer to be – a wall, a window, a flower, a computer, a printer, etc.

The participants fill the space with self-objects, characterizing each group member in accordance with the objects he chooses (1-5 items can be chosen, the items can be the same for different team members). 

Next, the teams present their common space and the role of each member of the team in it, for example: “Svetlana is a window that allows us to see the world protecting us from rain and wind, through it our space is filled with light.” 

The exercise ends with a reflection – why are these items chosen, do they completely satisfy you now, whatever subjects you would like to be or at least try to be?

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